Summary of a literacy lesson
Prepared and conducted: educator preparatory group № 6
Abramova O. V.
Subject: Letter I short, sound (Y)
Goals and objectives:
Acquaintance with the letter;
Differentiation of the concepts "sound" and "letter";
Identification of articulatory and acoustic characteristics sound;
Isolation of sound in words, determination of its location;
Comparison of a sound with other sounds that are phonetically similar to it;
Enriching the vocabulary of children, creating conditions for the use of new words in their own speech;
Formation of the skill of education and use of word forms, coordination with other parts of speech;
Learning to answer questions dialogical speech, adding missing words;
The development of fine motor skills of the fingers, the ability to navigate on a sheet of paper in a cage.
Materials and equipment: a wall alphabet, a blackboard, chalk, a large-sized notebook, a simple pencil.
Course progress.
- There is a letter in our language, which is invisible, but plays a significant role. What letter is in question, try to find out from a short story.
Strange letter.
Missed the letters in the alphabet.
Shall we sing?” one said to her neighbor.
I can't, she said sadly.
And you try. Sing like me: i-i-i-i-i-i-i-i-i-i-i!..
Y…Y…Y…
And really, you can't. It's strange: all the vowels sing, but you don't.
I am not a voice.
Agree, right?
Don't know.
Well, who needs you?
Everyone needs. You see, I'm standing in the alphabet.
Stop - it's a pity, or something.
Don't stop, stop. This is where I came in handy!
Okay, stop. Why do you have this sign?
Guess yourself...
Can you guess what letter it is?
Right. Letter - And short. What sound does it represent?
That's right - the sound (Y). What is it sound - vowel or consonant? To define, let's pronounce it. What in the mouth helps us pronounce it?
That's right, tongue. He presses his sides against the palate. So, it is still a consonant, but unusual, and always a soft consonant.
2. In our speech, there are few words with this sound. Basically, it is in the middle or at the end of words. And at the beginning it is only in foreign words that have appeared in our speech - “iodine”, “yogi”, “yogurt”.
Let's try to determine in which words the sound (Y) can occur. Answer the questions. If you choose the right answer, then your words will have a sound (Y):
What do we say when we suddenly get hurt? (Oh!)
When did we get scared? (Ay!)
The tiny girl who lived in a flower? (Thumbelina)
Who stole the Frog Princess from Ivan Tsarevich? (Koschei the Deathless)
What is the name of the boy who knows nothing? (Dunno)
A boy who doesn't want to do anything? (Lazy person)
Bad grades in school? (Three, two)
A bird that sings well? (Nightingale, canary)
A bird that can talk? (Parrot)
Sea white bird? (gull)
Who dined at the zoo with animals? (Sparrow)
Urban transport? (Trolleybus, tram)
You are great! Answered all questions. In what part of the words did we most often meet the sound (Y)?
I agree with you - in the middle and at the end of the words.
3. And now let's have a little rest. Let's do a physical. but it is unusual: there will be words with sound ... .. (Y)
(Children move around the room, have fun.)
Oh oh oh! Oh oh oh!
An evil wizard has come to us!
He waved his hands
He bewitched all the children.
The children bowed their heads
They fell silent and froze.
(Children freeze with their heads bowed.)
Animal friends came to the class,
Instantly the villain was driven out
And the children were disenchanted.
And now it's time to dance
We don't have to be discouraged!
(Children dance.)
4. - Now we will play an unusual game. We will learn to order. I name the word, and you say this word to me with the word "You".
Run, listen, jump, dance, smile, wash, think, do, clap, wash, clean, walk, water, collect.
What has changed in these words? (A sound (Y) appeared).
5. - We got acquainted with the sound (Y) - they pronounced it, determined in which part of the words it is most often found. But we must not forget about the letter that it stands for - the letter I is short. Now, so as not to offend her, we will write it.
(On the desk)
I put on a belt
And I put on a belt.
The letter H put on exactly,
The letter I is oblique.
Give her a hat
The letter I will become short.
(When writing a letter, it is pronounced - the distance between the letters, the size).
Well done! What letter and what sound did we meet today? What can you say about them?
In the next lesson, we will find out who this sound is friends with.
The purpose of the lesson: we study the letter Y, the formation of reading skills, the development of speech skills, improvement phonemic hearing, the basics of an elementary graphic skill.
- introduce a preschooler to the letter Y, correct pronunciation sound;
- to teach to write the capital letter Y in the cells;
- to form an interest in learning with poems and riddles.
Name what is shown in the pictures below:
Kettle Parrot Yoghurt Yog
- Please listen to the words (highlight the last sound with your voice): mine, yours, wild, kind, smart.
- What is the sound in all these words?
- What sound is there in both the word PARROT and the word MIKA?
- At the beginning, at the end or in the middle of the word sound [Y] in the word PARROT? - MIKE? - GIVE? - AIBOLIT?
When we pronounce the sound [Y], the tip of the tongue is behind the lower teeth, and the back of the tongue rises to the palate. Say: YYY. The back of the tongue rises to the palate and prevents the air from leaving the mouth freely when we pronounce the sound [Y].
- Vowel or consonant sound [Y]?
- Voiced or deaf?
- Why?
- Consider the letter Y. What letter does it look like?
The letters are similar, but the sounds are completely different: [I] is a vowel, and [Y] is a consonant.
Repeat: BUNNY. What is the first syllable in this word?
What is the second syllable in this word?
Similarly - with the words MIKE, SMART, STUPID, TRAMS, AIBOLIT.
Read the words:
my, May, smart, kind, red, hero, bunny, stupid, strong, green, funny, tram-wai.
Activity: Print Y for preschoolers
Consider the letter Y. We sewed the letter Y in the air and once in a notebook neatly in the cells with a simple pencil or ballpoint pen.
In cases where a child is asked to write a whole line of a letter, syllable or word, the adult gives a spelling pattern at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two reference lines, or put anchor points that the child will connect with lines, or write the letters in their entirety, and the child will simply circle them in a different color. Calligraphy at this stage of training should not be required.
Continue the phrase
The house on the rails is right there.
He will kill everyone in five minutes
You sit down and don't yawn
Departs ... (tram).
What did we sing, guess?
Kara… (wai).
What did they sing to us, guess? Bayu ... (bye).
What month, guess? The month of May).
What's in the glass, guess? Sweet tea).
Tale about the letter Y
What do you know about yoga?
"What do you know about yoga?" - that was the name of the book that the little mouse Mouse found in the garden. On the cover, a naked uncle was drawn - a yogi, who, as if nothing had happened, was lying on nails sticking out of the board.
In other pictures, the same yogi simply stood with his bare feet on hot coals or sat frozen in a block of ice. In addition, Mouse read that yogis can not eat or drink for months.
- Need to try! Mouse decided.
- I can imagine what will happen when my mother opens the refrigerator, and I sit there frozen and smiling. Or dad opens the stove, and I sit there on the coals and say: “What, you never saw yoga, or what?”
To begin with, he drove nails into the board and only lay down on them, when he immediately jumped up and let's yell at the whole garden:
Oh-ee-ee!!!
He ran home, took out iodine and began to smear his scratches from nails. And iodine burns! The Mouse smears, yells, and he himself thinks: “I’ll throw this book to the cat. Let him be a yogi now.”
Riddles for children with the letter Y
Boil - steam comes out,
And whistles and blazes with heat,
The lid rattles, knocks.
- Hey, take me off! - screams.
(Kettle)
Amazing wagon!
Judge for yourself:
Rails in the air, and he
Holds them with his hands.
(Trolleybus)
In a woolen meadow
Dancing thin-legged.
From under a steel shoe
The stitch comes out.
(Sewing machine)
It might break.
It can also weld
If you want, into a bird
Can turn.
(Egg)
Tell me who's so afraid of things
Like sticks - a dog,
Like a stone - a bird?
(Lazy person)
I run to my mother-river
And I can't be silent.
I am her own son
And was born in the spring.
(Creek)
He releases sheets
wide latitude.
Keeps on strong stems
One hundred rough, tenacious fruits:
If you do not bypass them -
You can find them all on your own.
(burr)
Grew up in the field angry and prickly,
Needles in all directions.
(burr)
I am always friendly with the world.
If the sun is in the window
I am from a mirror, from a puddle
I run up the wall.
(Sunny Bunny)
Button on the head
A sieve in the nose
One hand
Yes, it's on the back.
(Kettle)
Funny poems about the letter Y for children
Iodine is good, iodine is not evil.
In vain you scream: "Oh-oh-oh!"
- Slightly seeing a bottle with iodine.
Iodine sometimes, of course, burns,
But heal faster
Iodine smeared wound.
(V. Lunin)
Play, bunny
Play with me.
Bunny answers:
- I can't, sick!
Oh-oh-oh, poor!
(E. Blaginina)
Oh-oh-oh! - Said OH-OH.
- I, my friend, am quite sick!
- You go for a walk!
All will pass! - said AY-AY.
(G. Vieru)
A yogi will never say, "Oh!"
"Oh oh oh!" - the yogi will not shout.
Young man, control yourself!
Old, be young!
(V. Berestov)
I am on the tails of birds and animals:
Here is an ermine, here is a sparrow.
(E. Grigorieva)
At the station "And short"
We were greeted with a mystery:
"Read, dare and guess -
How, without getting up,
You can turn the tram
Many trams?
…What to skip
So that you can have a bunny
Turn into a stutterer?
One of us for three minutes
I thought about the solution
And answered "Erase the hook
Above the letter "And short".
(S. Marshak)
The ant found a blade of grass
She had a lot of trouble.
Like a log hefted on his back,
He takes her home...
He bends under the burden.
He crawls with difficulty.
But what a good
Ants are building a house!
(3. Aleksandrova)
Lesson summary:
- The pronunciation of new words increases lexicon preschooler, develops speech and memory.
- Cellular exercises develop fine motor skills hands
- Riddles develop in children ingenuity, the ability to analyze and prove. Educators use riddles when teaching children to increase interest during complex tasks.
- Poems affect not only the development of memory. It has been proven that if you learn several lines every day, new neural connections appear in the brain, and the overall learning ability increases.
Goals: Fix the correct pronunciation of the sound th in speech, to learn to determine the position of sound in words, to form an adjective from a noun, to coordinate an adjective with a noun, to form the ability to compose a descriptive story.
STUDY PROCESS
I. Organizational moment.
The speech therapist offers to sit down to the one who answers:
- What is the difference between a sound and a letter?
- what are the sounds (vowels, consonants);
- why are they called vowels;
- who will name the word in which the first sound is a vowel;
- talk about consonants;
- think of consonant words.
II. Learning new material.
1. The teacher's assistant quietly launches a paper airplane into the classroom. And it shows a map where the chest with the treasure is located. According to a given route (for example: two steps forward from the window, one step to the right, three forward, etc.), the children find the chest.
2. The speech therapist offers to guess the riddle in order to open the chest:
"Tail in the yard,
Nose in a kennel.
Who will turn his tail
He'll get in."
3. Children take pictures from the chest one by one (t-shirt, snake, watering can, glue, tram, bench, balalaika, beehive, parrot, sparrow, coffee pot, yogurt) and put on an easel, pronouncing what is shown in the picture.
Speech therapist. What sound is found in these words? (Sound th)
4. Sound characteristic th : this sound is consonant, sonorous, always soft.
5. Determine the position of the sound th in every word.
Each child has a "speech ruler" on the table. 1 . Children work independently, one child comments.
Reference words: glue, ant, parrot, T-shirt, bench, sparrow, iodine, kettle, barn, ruler, tram, trolleybus, Dunno, yogurt, hero.
III. Getting to know the letter th.
1. The speech therapist offers to consider the letter and answer what it looks like, what letter.
“Y How AND in your notebook
To Y not to be confused with AND,
Write a tick at the top.”
2. “Print” a letter th in a notebook.
3. “Guess the word” (letters vary in height).
A ky M a T-shirt
Speech therapist. The resulting word “print” in a notebook.
4. Sound-syllabic analysis of the word “shirt”.
The word at the blackboard is parsed by one child. At the same time, all the children lay it out at the tables. The child at the blackboard intonation divides the word into syllables, sequentially singles out sounds, names them in isolation, characterizes them (vowel, hard or soft consonant) and marks them with the corresponding chip.
Speech therapist. To which of these sections: “Dishes”, “Furniture”, “Clothes”, “Transport”, does the word MIKA refer to?
IV. Fizkultminutka.
Imitation of putting on movements: hats, scarves, coats, scarves, mittens. Zippers, buttons, laces.
V. Consolidation of knowledge on the topic “Clothes”:
1. The game “What weighs? What lies?”
The speech therapist distributes pictures of clothes to children. On the flannelgraph there is a picture depicting a cabinet. Each child names the clothes in his picture, while indicating its location in the closet (hang it or put it on a shelf).
- Description of one item of clothing according to the scheme (1. color; 2. material; 3. parts of clothing; 4. seasonality of clothing; 5. for whom the clothing is intended; 6. actions with clothing 2. The task is performed in a chain (one child starts, and the other continues).
- The speech therapist invites the children to listen to the sentence, find an error in it and pronounce it correctly.
a) Olya / winter / has a hat and a fur coat.
b) Masha / spring / coat.
c) In the summer Anya put on a /white/ dress.
VI. Summary of the lesson.
Speech therapist. What sound are we talking about today? ( th) Recall the words in which there is this sound.
1 “Speech ruler” is a card with overlay chips to determine the position of the sound in the word (beginning, middle, end)
2 Tkachenko T.A. If the preschooler does not speak well. - St. Petersburg: Accident, 1998. - 112 p., 33 sheets. ill.: whether.
Release 30The Russian language video lesson for preschoolers began with an interesting task. Since many letters have already been learned at Shishkin's school, Vasilisa suggested that the students find out if there are letters that never appear at the beginning of words. Zubok decided that there were no such letters, but Freckle hesitated and offered to check, starting with the very first letter of the alphabet.
The animals diligently sorted out letter by letter and it turned out that there were no words for the letters "Y", "b", "b". Mouse Shun was upset: “Probably, these letters are very insulting - after all, words do not begin with them.” Vasilisa was surprised: “Is it possible to be useful only when you are ahead of everyone?” And Shunya agreed: "Of course, you can be useful everywhere, and not just at the beginning of a word." Vasilisa offered to study the letter “Y”, which begins only three words, but this did not make it any less important for the Russian language. At first, the students mistook it for the letter “I”, but then, carefully studying the letter, they realized that an important difference is the “tick” located on top of the letter “Y”. And this letter is called "And short." And the sound "Y" is hidden in this letter. And since the sound “Y” cannot be sung, then we have a consonant in front of us. Zubok was even surprised: “That's right! The letter "I" is a vowel, and its sister "I short" is a consonant. There are only three words starting with “Y”: YOD, YOG, YOGHURT.
At the beginning of a word, this letter is rare, but in the middle of a word it feels great. And invites students to play a game with her. Forest friends quickly completed the task and picked up the necessary syllables. The words turned out: T-shirt, nut, watering can and husky. At the end of the lesson, they repeated the letters with which the words do not begin: "b", "b", "y", "y".\
It remains only to collect the studied letter "And short".
"And short" - short,
It is so timid.
Do not be afraid, remember the main thing -
Everyone in the alphabet is equal!
Anna Panina
"The sound [Y] and the letter Y." Synopsis of GCD in the preparatory group for children with TNR
Synopsis of GCD.
Topic: "Sound and letter Y".
Integration educational areas: "Knowledge", "Communication".
Types of children's activities: communicative, productive.
Goals:
Correctional and educational:
To give children a concept of the mechanism for the formation of the sound Y;
Correction-developing:
Automate the sound Y in syllables, words, sentences;
Develop general, fine and articulatory motor skills;
Develop graphomotor function;
Develop phonemic awareness;
Develop processes of analysis and synthesis;
Develop attention, memory, thinking;
Correctional and educational:
To educate children in a respectful attitude towards each other;
Equipment: planar images of the heroes of "Slysh, Bukovka"; pictures for the studied sound; image of the letter Y; syllabary table; cards with printed syllables and individual letters; magnetic alphabets; workbooks "Gromoteika"; CD "ABC"
I. Organizational moment.
Examining the picture "Yogi".
Who is this? What can he do? Today we have a difficult and serious work to do, we will practice like yoga. (Game for attention "polite request".
II. Main part
1. Post subject.
Today our friends Slysh and Bukovka are visiting us. new history. One day, Slysh and Bukovka spent their weekends in the park, which had a huge swing. Of course, our friends wanted to ride them. But as soon as they came closer, the shaggy dog guarding the swing growled menacingly:
Rrr, wait, the passage is closed.
But why? Bukovka was surprised. - Look how many children ride together on these swings.
Rrr, - answered the dog, - I let only those visitors who can complete my tasks.
We are ready to fulfill them,” Slysh replied.
Okay, say, quickly and without mistake, a tongue-twister:
"One firewood, two firewood, three firewood."
Slysh repeated the tongue-twister without a single mistake. Can you guys do that?
The game "Repeat the tongue twister." Invite the children to repeat the tongue twister three times without straying.
Slysh completed the tasks, and the dog missed his friends. Slysh and Bukovka sat on a huge swing. Bukovka sat on a bench, Slysh firmly grabbed the handles, and began to swing the swing.
They swayed slowly and low at first, and then began to sway faster, stronger and higher. The swing soared up, and then went down with a cheerful whistle: "y-y-y", "y-y-y"! Friends were breathtaking, and they wanted to scream with joy and happiness, the wind blew their clothes, whistled in their ears, and the swing kept creaking: “yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy… When the friends had ridden enough, they got down to the ground, thanked the shaggy dog and went for a walk in the park.
Slysh remembered the swing song. He stretched his cheerful tongue, remembering a few exercises.
2. Development of articulatory motility.
Tongue exercise. Let's practice the tongue together with Hear. (Perform the exercise 5-7 times.)
"Big swing" - smile, open your mouth, raise the tip of the tongue to the upper lip, lower it to the lower.
"Little rockers" - smile, open your mouth, raise the tip of the tongue by the upper teeth, lower it by the lower ones.
3. Demonstration of the acoustic-articulatory image of sound.
Y-y-y, - said Slysh. (The tongue did not want to let in air - he arched his back, pressed it to the palate, but the air still hummed merrily.)
Task - "Make a sound." Guys, say the sound [th | without error, in accordance with the described articulation. Follow the correct position of the lips, tongue, neck and breathing.
Hear wanted to know more about the new sound, and he tried to describe it.
Task "Describe the sound." Let's help Hear describe the sound [th].
When we pronounce the sound Y, does the air meet an obstacle in the way?
If the air meets an obstruction when pronouncing this sound, what sound is it? (Consonant.)
What prevents the air from passing freely (the tongue, which is pressed against the sky with its back, interferes with the air).
Is this sound voiced or deaf? (To answer your question, the children cover their ears with their palms and pronounce the sound [th]. If the ears “buzz”, this sound is sonorous, if they don’t buzz, it’s deaf. You can also put your hand to the neck to check).
Listen to me and tell me, is this sound soft or hard? (Pay attention to the children that this sound is always soft).
Now let's give complete description sound Y and dress our sound player (Call the child to the board): this sound is consonant, voiced, can only be soft.
4. Development of phonemic hearing. (Work in workbooks).
Bukovka drew pictures. (name all).
Colorize in green a circle if the sound Y is heard in the word.
5. Acquaintance with the letter Y.
Slysh asked Bukovka: “Can you write the letter that denotes this sound?” And the letter took her magic pencil and wrote the letter Y. (Demonstration of a card with a letter).
What does the letter Y look like?
The letter Y is called "and-short"
Y as And in your notebook.
Not to be confused with Y
Write a tick at the top. (V. Stepanov).
What elements does it consist of?
Designing a letter with pencils; typing the letter Y in workbook. (before writing the letter - exercises for the eyes).
III. Dynamic pause(rhyme "Yoga").
IV. Fixing the material.
1. Reading syllables.(according to the syllable table ah, oh, uy, hey, yy).
2. Reading a word Yogi (T-shirt, parrot, laying out the letters of the magnetic alphabet.
Bukovka wrote the letters O, G, J. Think about what word can be made from them? (She wrote the syllables KA, MAY; PO, PU, GAY).
Type this word in magnetic alphabet.
V. Final part.
From what new letter met?
What sound does it represent?
Settle the Letter Y in the right house.
Listening to a song about the letter Y.
Evaluation of children's activities.
Related publications:
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Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.
Synopsis of a speech therapy lesson in a preparatory speech therapy group for school for children with TNR “Sound [B]. Letter B" Lesson 3 Correctional and educational goals. Activation and updating of the dictionary on the topic "Clothes, shoes, hats". Improvement.
Synopsis of GCD on teaching literacy in the preparatory school group “Sound [D] and letter D” Abstract of a lesson on teaching children to read and write in a group preparatory to school. Topic: Sound and the letter "D". Program content: 1. Acquaintance.
